Reflexões sobre o ensino de português para estrangeiros e sobre o ensino de português para falantes de língua materna

Le présent travail intitulé « Réflexions sur l’enseignement de la langue portugaise aux étrangers et sur l’enseignement de la langue portugaise aux natifs », a eu pour objectif d’enquêter sur les consensus et les désacords dans l’enseignement de la langue portugaise aux differents interlocuteurs. Des lectures préalables sur des textes de difusion scientifique qui ont pour but de divulguer des expériences sur l’enseignement du portugais aux étangers ont révélé l’importance atribuée à la connaisance de la culture quand il s’agit d’enseigner une langue donnée à de tels interlocuteurs. La connaissance de la culture est très importante dans ce cas de figure car il s’agit d’une conception plus ample : celle de l’interculturalisme. C’est pourquoi, nous faisons des lectures préalables dont la méthodologie proposée pour l’enseignement de la langue portugaise aux étrangers s’organise d’une telle façon que l’interlocuteur se trouve immergé dans la culture locale. Néanmoins, quand il s’agit de réfléchir à l’enseignement de la langue portugaise dédié aux natifs et basé sur les propositions curriculaires de la langue portugaise au collège et au lycée, datés de 1993 e 1998, qui constituent des textes de vulgarisation scientifique, on peut constater la préoccupation à réfléchir sur les conceptions de langage, langue, discours, texte et grammaire, des connaissances considérées comme importantes à la proposition de methodologies de l’enseignement de la langue portugaise dans le contexte très formel de l’enseignement scolaire. Le principal objectif de ce travail a consisté à analyser l’importance de la culture dans l’enseignement de la langue portugaise aux étrangers et natifs, le rapport entre culture, language, langue, discours, texte et grammaire dans l’enseignement du portugais aux étrangers et du portugais aux natifs, ainsi qu’à identifier le poids ...

A utilização de jogos lúdico-didáticos no ensino de língua inglesa

Nowadays the accelerated development arising from globalization and the interrelation of the nations, the great increase in communication between different countries and the necessity for knowledge in different linguistic structures, the interest in learning a foreign language is crescent, and thinking about it, this work has the scope to verify how young and adult learners of a foreign language, in this case English, behave, that is, how best to develop the four language skills of the language: listening, writing, speaking, and reading and how the use of recreational and educational games can help this dichotomy between teaching-learning. The present research, theoretical and analytical basis, aims to make a study on how fun games can influence the teaching and learning of English in an audience of young and adult people and that includes a study of how human history has evolved, more precisely, as history of education was influenced by the playful and how the human mind also becomes over time. Nowadays, the playful is a tool that has been widely used pedagogically in teaching foreign languages and every day opens new manners and ways of teaching languages, always with its array of spaced more possibilities. Under this assumption, the focus of this research is discover how the use of recreational and educational games may influence grammar greater understanding and language development of young and adults students in learning English, and also what better way to introduce these games, that is, a contextualized content being discussed each time during the school way, so that the games may be, of course, used for relaxation of the students, but also (and especially) for their intellectual growth and language development

A presença da interculturalidade em livros didáticos de espanhol língua estrangeira

O presente trabalho tem por objetivo principal a análise da interculturalidade em uma coleção de livros didáticos de ensino da língua espanhola selecionados pelo Programa Nacional do Livro Didático (PNLD), este voltado à distribuição dos livros em escolas de ensino público. Apresenta-se, inicialmente, um breve histórico da inserção do ensino de língua estrangeira no Brasil, que progride na tentativa de que os alunos compreendam a magnitude de aprender uma língua de caráter estrangeiro, uma nova língua. Além disso, elucidou-se sobre o ensino do espanhol na sala de aula, a fim de salientar a importância do ensino da língua estrangeira, apresentando em seguida a história e implicações do Programa Nacional do Livro Didático. Logo, foi aclarada a questão da interculturalidade no ensino, ou seja, os aspectos culturais de diversos países aplicados na educação do estudante com o intuito de demonstrar a magnificência de discernimento e aprendizagem das perspectivas culturais ao redor do mundo, e desse modo, possibilitando a compreensão da análise proposta neste trabalho. Foi utilizado como objeto de estudo e análise o livro didático El arte de leer español, de Deise Cristina de Lima Picanço e Terumi Koto Bonnet Villalba, que possui três volumes voltados ao ensino médio. A análise foi realizada a partir da presença da interculturalidade em textos e exercícios do referido livro didático

Oralidade em sala de aula: uma perspectiva de ensino da língua materna

By showing the absence of concern from schools in developing with students any kind of orality work, and the major importance they give only to reading and writing, this research shows an investigation on how the oral communication is established as learning content and how such education is conceived in the early years of elementary school, verifying if there is balance between the time devoted to written and spoken language activities, and how the oral language is treated in the classroom, this research also identifies which and how the oral genres are used, moreover, see if the teacher explores the emerging students‘ speech during class. This research was held in a government school in Bauru (SP), using three instruments to collect data: direct observation, videotaping observed classes, and a questionnaire. The observation and filming were done in only one classroom, a 3rd year of elementary school, in Portuguese classes; however, the questionnaire was applied to all school teachers, in order to have wider analytical conditions. The research´s approach is qualitative and ground on the bibliography study and field research. The analysis results indicate that school still emphasizes reading and writing method of teaching and does not work as bibliography authors propose in their researches about the studied topic; the reason is that this content has been applied to the curriculum recently, the teachers lack of clarity in some important concepts about speech and don´t have a bibliography basis

A abordagem do voseo em materiais didáticos brasileiros de ensino do espanhol como língua estrangeira

This work discusses the importance of the language varieties in the Spanish language to the process of teaching and learning Spanish as a foreign language (ELE), focusing on the approach, ie, how to deal with the phenomenon voseo in Brazilian textbooks. It presents a brief historical overview on the arising of this language and its implementation in Latin America. From an educational approach that values a good development of communicative competence, it’s driven to a presentation of the Spanish schoolbooks selected by PNLD for the year 2012, as well as an observation of activities that demonstrate the phenomenon called voseo, in other words, the use of the variety of the pronoun vos instead of tú for the treatment of the second person. Given the vast range of Spanish courses as a foreign language for high school students, and the growing interest of young people in learning a second language, this study addresses the importance of developing the communicative competence of a foreign language

O ensino de língua inglesa nos primeiros anos do ensino fundamental: uma abordagem transdisciplinar

This study is a reflexive review of theories about the teaching of English to children in Elementary School, a suggestion to teach English through the Fairy Tales and Fables, associated with the study of Transversal Themes suggested by the plot in the selected stories. Based on the Communicative Approach to language were conducted a few classes with students of the 4th year of Elementary School in a private school of Bauru city. A bibliographic study was conducted in Applied Linguistics, Philosophy of Education, Psychoanalysis, Approaches to teaching Foreign Language and Theories related to foreign language acquisition

O lúdico no ensino de espanhol como língua estrangeira

Este trabalho discute a importância do lúdico no processo de ensino e aprendizagem de espanhol como língua estrangeira. Para tanto, apresenta um panorama histórico com as principais concepções filosóficas, psicológicas e educacionais acerca da prática dos jogos. Os marcos de referência são, sobretudo, os estudos de Kishimoto, que operam uma releitura dos postulados de Froebel, Piaget, Vygotsky e Bruner. Esses pressupostos teóricos são levados ao contexto de aprendizagem da língua espanhola e constituem uma defesa de um ensino significativo do idioma, que se baseia na capacidade de criação, exploração e argumentação do aluno, e privilegia um ambiente de motivação e descontração. A partir de uma proposta educativa que valoriza a formação cognitiva, social e afetiva dos aprendizes, e se atenta a questões como o prazer e a alegria, encaminha-se uma breve análise dos livros didáticos de espanhol selecionados pelo PNLD, bem como uma observação da presença de atividades lúdicas nesses materiais. Diante da expressiva oferta de cursos de idiomas para idosos, e do crescente interesse desse público em aprender uma segunda língua, este estudo contempla, também, a cultura lúdica inserida no espaço de ensino a grupos da terceira idade, uma vez que os benefícios dos jogos e brincadeiras se estendem a qualquer faixa etária. São elaboradas, ainda, algumas atividades destinadas ao ensino de espanhol para esse público, pois nunca é tarde para brincar

O ensino da língua portuguesa sob a perspectiva dos documentos oficiais

Não disponível

Língua wauja (arawak): uma descrição fonológica e morfossintática

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

O ethos das obras de autoajuda para terceira idade

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O insumo linguístico oral em aulas de inglês como língua estrangeira para crianças: a fala do professor em foco

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Da descrição ao ensino da oração adjetiva: a perspectiva dos livros didáticos de língua portuguesa

This paper aims at investigating the treatment given to relative clauses by elementary school text books, evidencing how the teaching of grammar is proposed in the teacher’s books. As a consequence, this study also intends to discuss important aspects to be considered as far as the teaching of relative clauses is concerned. In order to achieve that objective, five Portuguese text books (approved by the Programa Nacional do Livro Didático-2014) were selected so that the grammar teaching proposals could be analyzed in relation to the definition and to the distinguishing criteria between defining and non-defining relative clauses. Results show that the teaching of relative clauses (as proposed by the teacher’s books) still reflects the postulates of the traditional grammar, based on activities of identification and classification of morphosyntactic units, ignoring the pragmatic and prosodic aspects.

O léxico e seu uso em textos de alunos de língua estrangeira: um estudo descritivo pautado na Linguística de Corpus como subsídio para o ensino.

The aim of this article is to present part of the results of a study concerning the lexicon employed by students learning Spanish language in a Languages degree (Undergraduate Education program). We describe the use and the context in which two verbal forms occur. We made use of Corpus Linguistics theory in order to compile two corpora of descriptive and argumentative compositions and observe the use of two Spanish verbs (haber and tener – third person singular). 250 compositions from first and second year students were collected. The WordSmith Tools software was applied to generate the list of words and the list of concordance. The verbal forms hay and tiene were the most used, and in some cases they were applied inappropriately when compared to the traditional Spanish grammar and to an electronic corpus. The results were discussed in class and were important to raise consciousness in relation to the students’ textual production.

Instrumentos e atividades realizadas para a coleta de um corpus de aprendizes em língua inglesa para integrar o Br-ICLE (The Brazilian Portuguese Sub-corpus of ICLE)

This paper presents and discusses initiatives taken in a public university in the state of São Paulo in order to collect and organize a corpus composed of argumentative texts to be part of Br-ICLE – a subcorpus of ICLE1 – which is composed of texts produced by Brazilian students enrolled in the courses of Arts and Languages and Translation. The discussion is based on a three-year project in which we could observe underuse and overuse features in the texts produced by Brazilian undergraduate students.

A prática avaliativa em uma instituição privada de ensino de língua estrangeira

The main objective of this work is to describe conceptions and practices of evaluation observed at a private language school. The theoretical background was gathered from Demo (2002a, 2002b), Luckesi (2001), Romão (2001), Shohamy (2001), Hughes (1994) and Depresbiteris (1989). Regarding the data collected, we made use of questionnaires, interviews, group discussions and diaries. Results show that the topics “fear of test” and “test content” were the most frequent ones. Furthermore, there was a harmonious relationship between teacher and students when tests were applied. We observed a “non-verbal agreement” between them, that is, there was a minimum content to be studied and to be asked on a test. We also noticed that classroom activities had a more complex level than the content actually tested.